This paper is from Session 4I: Challenges and different pedagogies for the teaching of statistics
which comes under Topic 4: Improving teaching and capacity in statistics education
Paper 4I3 (Thursday 12th, 14:00-15:30)
Use of quizzes in large statistical lectures
Presenter
- Niloufar Abourashchi (University College of London, United Kingdom)
Co-authors
- Elinor Jones (University College London, United Kingdom)
- Matina Rassias (University College London, Department of Statistical Science, United Kingdom)
- Simon Harden (University College London, United Kingdom)
Abstract
One of the challenges of teaching large classes is effective engagement with students, both to keep students’ attention and to monitor their understanding. A simple tool which allows monitoring of understanding and serves as a way of engaging students is to use short multiple-choice quizzes during a lecture. We use a questionnaire to compare student reaction to online quiz platforms, one which allows students to compete anonymously and another personal response system which does not have a competitive element. Analysing the results, there is a difference in student preference for the two types of quiz, influenced by academic background and gender preference. Interestingly, students believed the performed better when using the uncompetitive quiz platform.